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Journals / Turkish Online Journal of Distance Education / 2019 / Cilt: 20 - Sayı: 4

The Effect of A Flipped Classroom on Students’ Achievements, Academic Engagement and Satisfaction Levels

Tarik TALAN
Sevinc GULSECEN
Pages
31–60
Publication Date
2019-10-01
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

It was found that the scores for the students in the experimental groups with regard to academic achievement and engagement were higher than the scores for those in the control group and the differences between the groups were statistically significant.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:In this study, a flipped classroom was compared with blended learning and face-to-face learning environments and the aim was to identify the effect of these learning environments on students’ achievements, academic engagement and satisfaction levels.
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Key Findings & Data:It was found that the scores for the students in the experimental groups with regard to academic achievement and engagement were higher than the scores for those in the control group and the differences between the groups were statistically significant.
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Conclusion & Impact:It was revealed that the students were also generally satisfied with the flipped classroom.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Flipped classroom · blended learning · online learning

Abstract

In this study, a flipped classroom was compared with blended learning and face-to-face learning environments and the aim was to identify the effect of these learning environments on students’ achievements, academic engagement and satisfaction levels. Based on this aim, one control and two experimental groups were formed. The students in Experiment-I learned the theoretical aspect of the course through the materials in the online learning environment which were prepared prior to the class study time in context with the “flipped classroom”. The students in Experiment-II learned the theoretical aspect of the course in the classroom in accordance with the blended learning model and fulfilled active learning activities out of class study time. The students in the control group learned the theoretical aspect of the course in the classroom according to the current curriculum and conducted active learning activities at their homes. It was found that the scores for the students in the experimental groups with regard to academic achievement and engagement were higher than the scores for those in the control group and the differences between the groups were statistically significant. It was revealed that the students were also generally satisfied with the flipped classroom.

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Cite This Article

TALAN, T., GULSECEN, S. (2019). The Effect of A Flipped Classroom on Students’ Achievements, Academic Engagement and Satisfaction Levels. Turkish Online Journal of Distance Education, Cilt: 20 - Sayı: 4, 31–60. https://ajindex.com/articles/140330

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References (4)

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